The Behaviour Policy links with all other school policies, in particular:
- Special Educational Needs, including Exclusion and bullying
- Child Protection, which includes issues such as substance abuse and restraint
- Equal opportunities
- Personal, Social and Health Education
We believe everyone has a right to learn. At Manifold Primary School we encourage children to develop into mature individuals. We consider that children learn effectively in a positive and supportive environment that actively promotes high levels of self-esteem and positive self discipline. We encourage everyone to implement rules fairly and consistently, to foster good behaviour in a positive way within an ethos of mutual respect, co-operation, responsibility and moral understanding.
We encourage children to:
- respect others and themselves:
- achieve their potential – (to know themselves and what they can do well);
- take responsibility for their own actions.
VALUES AND PRINCIPLE
One rule for all of us in this school is:
Everyone will act with courtesy and consideration to others at all times.
This means that children should:
- always respect and try to understand the opinions and beliefs of others;
- listen attentively without interrupting;
- not distract others or allow themselves to be distracted;
- walk quietly around school at all times;
- use equipment in the correct way;
- respect the school and the property of others;
- keep the school clean and tidy.
ENCOURAGING GOOD BEHAVIOUR
As a school we will:
- make a class charter at the beginning of the school year. This charter will be displayed in the classroom;
- involve parents in the life of the school and with their child’s education.
- display the school and classroom rules and use them in a positive manner;
- treat all matters in a sensitive and professional manner.
As a school we expect all children to adhere to the rules at all times either in the classroom, on the playground, on the sports field and on excursions, with all members of the school staff. We believe the most effective way of influencing high standards of behaviour is through the use of positive strategies. Whenever possible, behaviour management will take the form of positive reinforcement of good/appropriate behaviours. This is achieved as an individual, group, class and whole school
Rewards we give include:
approving look, nod, smile private praise public praise – in class and in assemblies.
When a child makes a significant achievement, e.g. achieves success with some aspect of their work or behaviour then the teacher will reward them. Consistent effort, helpfulness, kindness, behaviour and hard work are also rewarded. We also recognise significant achievement or talent in a particular subject area.
Written comments in books and on work
Praise/rewards from other members of staff
Whole School Rewards
Rewards from the Head Teacher
Weekly Class Awards and Treat Box
Lunchtime Supervisor Awards
Playtime is also included in this and pupil helpers award stickers are given to children who consistently behave or improve their behaviour with other children.
There is no place for violence, bullying, harassment, vandalism, rudeness to adults, or bad language within our school and this will always be discouraged. We always try to work within a positive framework, keeping parents informed. We understand that children sometimes have difficulty with finding the right behaviour. Our policy aims to support these children as much as we are able to without adversely affecting the rights of the other children to learn.
Sanctions will be applied only if they are appropriate to discourage a repetition of inappropriate behaviour. Parents will be advised by the class teacher, or the Headteacher in exceptional circumstances. If sanctions are applied parents will be asked to cooperate and work with the school to promote high standards of behaviour, as they have agreed to do by signing the Home/School Agreement.
Sanctions may include, for example:
Pupil/Teacher discussion on a one to one basis to discuss the inappropriate behaviour and give examples of when the child has behaved well.
Verbal warnings outlining what behaviour is expected and the sanction to be employed if the inappropriate behaviour is repeated or continues.
Referral to the Head Teacher if strategies employed are not seen to be effective or if it is a very serious offence.
Exclusion in exceptional circumstances
Children who experience difficulty with their behaviour are the responsibility in the first instance of their class teacher, who will make appropriate contact with parents to inform them if sanctions have not been effective and if problems are still being experienced, through:
An informal chat will take place to inform parents about the situation and to discuss with them the nature of the problem, to gain their support and active involvement in improving the behaviour of their child.
A follow up date is set for the parent to return to discuss the child’s progress and to support the school with rewards and sanctions of their own dependent upon progress. A regular contact between parent and the school is often successful in these cases and the child responds to collective and positive support.
If this strategy is not successful a behaviour programme will be put in place. We recognise that this behaviour could be for a variety of reasons and consideration is given to the reasons and how we can help the child. At this stage all staff are aware that the child is struggling and a collective approach is employed to encourage or praise the child if they improve and when they are making an effort. At this stage different strategies will be considered and the one that is viewed the most effective will be employed. A collection of certificates is available to be used to reward an improvement in a lesson or a weekly diary may be kept for parents to monitor their child. At the end of the week the child’s behaviour is reviewed by the class teacher and Head Teacher. Further action will be determined by the child’s progress.
Our aim is to use exclusion of a child as the ultimate sanction and we will consult the Pupil Support Unit. However, we cannot allow behaviour to continue for a prolonged time which seriously affects learning or behaviour of our other children.
Reviewed June, 2013